Feb 23, 2024 Assignment: Improving Outcomes & Efficiencies
Assignment: Improving Outcomes & Efficiencies
Assignment: Improving Outcomes & Efficiencies
This study is centered on the premise that many changes in health care at large alter cancer care delivery. Girault et al. (2015) argue that clinical advances based on technology have brought numerous cancer care changes, with outpatient care services increasing as inpatient care decreases. As an internet-based service, patient portals have been recognized as a significant leveler as far as improving cancer care coordination practices. Broadly, Girault et al. (2015) assess the current utilization of internet-based technologies (IBTs) among cancer patients while focusing on attitudes and other factors that influence their use.
As Girault et al. (2015) suggest, patient portals, as part of IBTs, have profound impacts on cancer patients’ illness management. They argue that many patients value IBTs’ use in health care since it enhances communication between patients and care providers. For instance, a patient can securely message a doctor through a patient portal, request prescription refills, and get information on discharge summaries. Based on the data and advice that they receive, the patient can promptly make decisions about their health. The prompt actions prevent a situation where the disease reaches severity levels without giving it the necessary attention. The greatest lesson from this article is that patient-provider communication is more effective when using IBTs and improves patient outcomes by enabling them to make health-related decisions promptly.
Irizarry, T., Shoemake, J., Nilsen, M. L., Czaja, S., Beach, S., & DeVito Dabbs, A. (2017). Patient portals as a tool for health care engagement: A mixed-method study of older adults with varying levels of health literacy and prior patient portal use. Journal of medical Internet research, 19(3), e99. https://doi.org/10.2196/jmir.7099
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Growing research reveals that the severity of a chronic illness usually increases with a patient’s age. Like cancer patients, older people experience many challenges, and this population segment requires more help. Irizarry et al. (2017) confirm that technology awareness is a real issue in the adoption of patient portals among older adults. Even if the necessary adaptations are made to the portal design, older people need a lot of help to access and use web-based information. If helped appropriately to the extent of even changing their attitudes, Irizarry et al. (2017) suggest that patient portals, as the primary access point for personal health information, help improve older people’s health care engagement. The increased engagement improves patient-provider coordination, which is important in enabling quick response to illness. Such practices improve self-management and reduce the overall cost of health care provision among vulnerable groups such as older people.
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Although clinical systems such as patient portals improve patient outcomes, it is important to understand that different population segments face varying challenges depending on their vulnerability levels. Irizarry et al. (2017) help to highlight the problem that older people face. As a result, the article helps show the importance of patient portals in improving self-management among cancer patients and highlighting the areas of concern that should be addressed to make the situation better.
Kruse, C. S., Argueta, D. A., Lopez, L., & Nair, A. (2015). Patient and provider attitudes toward the use of patient portals for the management of chronic disease: A systematic review. Journal of medical Internet research, 17(2), e40. DOI: 10.2196/jmir.3703
This study starts by providing shocking details about the prevalence of cancer and other chronic diseases such as stroke, diabetes, and coronary heart disease in the United States. As a way of emphasizing the need for advanced care for cancer, Kruse et al. (2015) suggest that half of the United States population suffered from a chronic disease as of 2012. Due to the severity of the situation and possible risks in the future, patient portals play an instrumental role in improving patient self-management of chronic illnesses and help health care providers to improve the quality of overall care. As systems focusing on improving efficiency, Kruse et al. (2015) suggest that patient portals are associated with positive patient-provider communication and quick access to health care advice.
Despite their general acceptance in health care provision, Kruse et al. (2015) also highlight some concerns that limit patient portals’ effectiveness in managing patients with a chronic illness such as cancer. They note that security concerns and user-friendliness are the most prevalent negative concerns. Patients’ unfamiliarity with advanced technology is the genesis of negative perceptions. Cost issues deter care providers from implementing patient portals into their practice. Regarding that, it is important to note that the integration of patient portals in oncology care faces attitude problems that should be cleared before patients are advised to use the system.
Conclusion
In sum, the reviewed articles confirm that patient portals play an integral role in improving patient engagement and illness management in oncology care. Patients with cancer require close monitoring and timely response, and patient portals have helped care providers achieve this objective. As an access point to health data, patient portals help patients view a broad range of information that they cannot access without such technologies. They can view discharge summaries and remotely message a doctor as the situation prompts. Due to the close connection between a care provider and the patient and the possibility of timely response, the system facilitates engagement and gives patients advice that helps them focus more on self-care. Such outcomes are vital in oncology care, given that inattention can be fatal due to the severity of cancer as a chronic condition.
References
Aljabri, D., Dumitrascu, A., Burton, M. C., White, L., Khan, M., Xirasagar, S., … & Naessens, J. (2018). Patient portal adoption and use by hospitalized cancer patients: a retrospective study of its impact on adverse events, utilization, and patient satisfaction. BMC medical informatics and decision making, 18(1), 70. https://doi.org/10.1186/s12911-018-0644-4
Dendere, R., Slade, C., Burton-Jones, A., Sullivan, C., Staib, A., & Janda, M. (2019). Patient portals facilitating engagement with inpatient electronic medical records: A systematic review. Journal of medical Internet research, 21(4), e12779. https://doi.org/10.2196/12779
Girault, A., Ferrua, M., Lalloué, B., Sicotte, C., Fourcade, A., Yatim, F., … & Minvielle, E. (2015). Internet-based technologies to improve cancer care coordination: Current use and attitudes among cancer patients. European Journal of Cancer, 51(4), 551-557. https://doi.org/10.1016/j.ejca.2014.12.001
Groen, W. G., Kuijpers, W., Oldenburg, H. S., Wouters, M. W., Aaronson, N. K., & van Harten, W. H. (2017). Supporting lung cancer patients with an interactive patient portal: Feasibility study. JMIR cancer, 3(2), e10. DOI: 10.2196/cancer.7443
Irizarry, T., DeVito Dabbs, A., & Curran, C. R. (2015). Patient portals and patient engagement: a state of the science review. Journal of medical Internet research, 17(6), e148. https://doi.org/10.2196/jmir.4255
Irizarry, T., Shoemake, J., Nilsen, M. L., Czaja, S., Beach, S., & DeVito Dabbs, A. (2017). Patient portals as a tool for health care engagement: A mixed-method study of older adults with varying levels of health literacy and prior patient portal use. Journal of medical Internet research, 19(3), e99. https://doi.org/10.2196/jmir.7099
Assignment: Literature Review: The Use of Clinical Systems to Improve Outcomes and Efficiencies
New technology—and the application of existing technology—only appears in healthcare settings after careful and significant research. The stakes are high, and new clinical systems need to offer evidence of positive impact on outcomes or efficiencies.
Nurse informaticists and healthcare leaders formulate clinical system strategies. As these strategies are often based on technology trends, informaticists and others have then benefited from consulting existing research to inform their thinking.
In this Assignment, you will review existing research focused on the application of clinical systems. After reviewing, you will summarize your findings.
To Prepare:
· Review the Resources and reflect on the impact of clinical systems on outcomes and efficiencies within the context of nursing practice and healthcare delivery.
· Conduct a search for recent (within the last 5 years) research focused on the application of clinical systems. The research should provide evidence to support the use of one type of clinical system to improve outcomes and/or efficiencies, such as “the use of personal health records or portals to support patients newly diagnosed with diabetes.”
· Identify and select 5 peer-reviewed articles from your research.
The Assignment: (5 pages)
In a 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:
· Identify the 5 peer-reviewed articles you reviewed, citing each in APA format.
· Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
Rubric Detail
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Name: NURS_5051_Module04_ _Assignment_Rubric
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Excellent
Good
Fair
Poor
In a 5-page paper, synthesize the peer-reviewed research you reviewed. Be sure to address the following:
· Properly identify 5 peer-reviewed articles selected.
· Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
77 (77%) – 85 (85%)
The responses accurately and clearly identify 5 peer-reviewed research articles for the Assignment.
The responses accurately and thoroughly summarize in detail each study reviewed, explaining in detail the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described.
Specific, accurate, and detailed examples are provided which fully support the responses.
68 (68%) – 76 (76%)
The responses identify 5 peer-reviewed research articles for the Assignment.
The responses summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described.
Accurate examples are provided which support the responses provided.
60 (60%) – 67 (67%)
The responses vaguely or inaccurately identify 5 or less peer-reviewed articles for the Assignment.
The responses summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described that is vague or inaccurate.
Examples provided to support the responses are vague or inaccurate.
0 (0%) – 59 (59%)
The responses vaguely and inaccurately identify less than 5 peer-reviewed articles for the Assignment, or are missing.
The responses vaguely and inaccurately summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described, or are missing.
Examples provided to support the responses are vague and inaccurate, or are missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Assignment: Improving Outcomes & Efficiencies
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy
For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
Name: NURS_5051_Module04_Week08_Assignment_Rubric
Grid View
List View
Excellent
Good
Fair
Poor
In a 4- to 5-page paper, synthesize the peer-reviewed research you reviewed. Format your Assignment as an Annotated Bibliography. Be sure to address the following:
· Properly identify 4 peer-reviewed research articles you reviewed.
· Summarize each study, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described. Be specific and provide examples.
In your conclusion, synthesize the findings from the 4 peer-reviewed research articles.
Points Range: 77 (77%) – 85 (85%)
The responses accurately and clearly identify 4 peer-reviewed research articles for the Assignment.
The responses accurately and thoroughly summarize in detail each study reviewed, explaining in detail the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described.
Specific, accurate, and detailed examples are provided which fully support the responses.
Points Range: 68 (68%) – 76 (76%)
The responses identify 4 peer-reviewed research articles for the Assignment.
The responses summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described.
Accurate examples are provided which support the responses provided.
Points Range: 60 (60%) – 67 (67%)
The responses vaguely or inaccurately identify 4 or less peer-reviewed articles for the Assignment.
The responses summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described that is vague or inaccurate.
Examples provided to support the responses are vague or inaccurate.
Points Range: 0 (0%) – 59 (59%)
The responses vaguely and inaccurately identify less than 4 peer-reviewed articles for the Assignment, or are missing.
The responses vaguely and inaccurately summarize each study reviewed, explaining the improvement to outcomes, efficiencies, and lessons learned from the application of the clinical system each peer-reviewed article described, or are missing.
Examples provided to support the responses are vague and inaccurate, or are missing.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Points Range: 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%- 79% of the time.
Points Range: 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
Points Range: 4 (4%) – 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
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